MARAKHOVSKA, Natalia. Pluricentric Language Teaching and World Englishes-informed Curriculum Design for Teacher Training Programs. Online. In Marcus Callies, Stefanie Hehner. Pluricentric Languages and Language Education. Pedagogical Implications and Innovative Approaches to Language Teaching. London: Routledge, 2022, p. 190-201. Education, Language & Literature. ISBN 978-1-032-15696-5. Available from: https://dx.doi.org/10.4324/9781003248552-15.
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Basic information
Original name Pluricentric Language Teaching and World Englishes-informed Curriculum Design for Teacher Training Programs
Authors MARAKHOVSKA, Natalia (804 Ukraine, guarantor, belonging to the institution).
Edition London, Pluricentric Languages and Language Education. Pedagogical Implications and Innovative Approaches to Language Teaching, p. 190-201, 12 pp. Education, Language & Literature, 2022.
Publisher Routledge
Other information
Original language English
Type of outcome Chapter(s) of a specialized book
Field of Study 50301 Education, general; including training, pedagogy, didactics [and education systems]
Country of publisher United Kingdom of Great Britain and Northern Ireland
Confidentiality degree is not subject to a state or trade secret
Publication form electronic version available online
WWW URL
RIV identification code RIV/00216224:14410/22:00130266
Organization unit Faculty of Education
ISBN 978-1-032-15696-5
Doi http://dx.doi.org/10.4324/9781003248552-15
Keywords in English Pluricentric approach; World Englishes-informed curriculum; instructors; pre-service teacher training; English language education majors
Tags International impact, Reviewed
Changed by Changed by: Mgr. Daniela Marcollová, učo 111148. Changed: 5/4/2024 10:25.
Abstract
The chapter presents the development of a World Englishes-informed curriculum for teacher education at the University of Mariupol to move away from monocentric language teaching methodologies. The curriculum development is based on findings regarding the status quo of pluricentric language instruction as seen in instructors’ views and teaching practice. Three types of developments have been identified as relevant: (1) Motivational – maximising students’ awareness of linguistic varieties by selecting and transforming available teaching and learning resources, as well as creating respective in-house materials, and engaging international students in the teaching process; (2) cognitive – expanding instructors’ knowledge on the opportunities of a pluricentric approach by joining international online communities of practice, conducting departmental methodological workshops, and reinforcing the academic course content and methods of instruction; (3) practical – developing students’ skills to effectively use a pluricentric approach in their further teaching practice by organising hard-skill training sessions and encouraging trainees’ to apply the acquired skills during their pedagogical internship in secondary schools.
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